Central Lakes Regional Planning Team Michelle Rao Chair

Central Lakes Regional Planning Team

§ Michelle Rao, Chair RPT/Manager, School College Partnerships, Georgian College § Susan Bin, School within a College Teacher, Simcoe Muskoka Catholic DSB § Denis Nugent, School within a College Teacher, Simcoe County DSB § Nicole Lindros, Mental Health and Addictions Transitions Worker, Georgian College

§ Central Lakes RPT is one college & five school boards representing Simcoe County, Muskoka and Grey/Bruce § We run our Flex program (School within a College) on four campuses with a total of nine sections this year, expanding to 12 next year § As our program matured, and as the college recognized the opportunity to generate applicants through Flex, we developed a multi step transition plan § In part the plan recognized and fortified what was already happening

§ Funded through the Mental Health Innovation Fund created by MTCU to support students (postsecondary & transitioning) in accessing mental health services § Goals: identify gaps in services, promote best practice sharing, create partnerships, and support innovative approaches § Pilot Project: Georgian College partnered with Centennial College to hire a youth transition worker § Relationship between Student Success Services and SWAC § MHIF future is unknown; we don’t know if we will continue or if other colleges can apply

How are you currently supporting your dual credit students to transition to post secondary?

The Focus of Dual Credit Programs Dual credit programs are intended to assist secondary school students in completing their OSSD and making a successful transition to college and/or apprenticeship programs. The primary focus is on students who face significant challenges in completing the requirements for graduation but have the potential to succeed. . Dual Credit Programs, Policy and Program Requirements, 2013

Cohort Georgian Dual Credit students All Ontario dual credit students 2009 -10 45% have registered for college after 4 years 32% have registered for college after 4 years 2010 -11 47% have registered for college after 3 years 30% have registered for college after 3 years 2011 -12 27 % have registered for college after 2 years 26% have registered for college after 2 years 2012 -13 15% have registered for college after 1 year 29% have registered for college after 1 year

5600 students have taken a dual credit at Georgian College 531 students with dual credits on their transcripts have graduated from Georgian 913 students with dual credits on their transcripts are/have been registered at Georgian Data to January 2016

§ Use of career assessments and career websites to help students narrow their choices

§ Students complete a Typefocus interest and values self assessment to obtain their personality type § College career counsellor explains § Personality types § The connection between personality and careers § www. typefocus. com § Students also have an individual session with the counsellor further discussion of career/educational goals

§ Helps students form goals which = higher attendance and engagement § Provides self-awareness and allows them to see similarities and differences with peers § May point them to college as specific programs are identified for them § Connect to Designing your Future (GWL 3 O) or Navigating the Workplace (GLN 4 O) Credits § Students can return to Typefocus later to look at other career paths if goals change

§ Goal setting § Helping students identify and understand their barriers to success § Work on realistic and relevant strategies to overcome those barriers § mental health, addictions, housing, economic, lack of supports

§ Dual credit graduates now at Georgian come to SWAC class § We are able to run reports in our Banner information system that identifies students from dual credit now at Georgian § Students also drop by or stay in touch with SWAC teachers

§ SWAC grads speak informally to share their paths to college and answer questions § Have included § Social Services Worker § Electrical Techniques § Fitness and Health Promotion § Hairstyling § Now that our program has been in existence for 5 years, we have seen some amazing successes including a student who graduated from SWAC while pregnant who is now a college graduate

§ Former students regularly come to class to share what they learned and what they are currently doing in college. § Have included: § Computer programing § Engineering § Pre Health § General Arts and Science § Adult upgrading § Student completing two last dual credits to graduate § Each former student has a different pathway that resonates with different current students

§ Once program areas of interest are identified, we connect students to program coordinators § We set up field trips to other campuses or one-on-one or program tours with dean § Transition Worker Role: § Use decision making strategies to help students narrow their focus (i. e. pros versus cons, visioning exercises)

SMCDSB: § Took an in depth tour of Health and Wellness led by the Associate Dean as part of Health for Life course (PPZ 3 C) § Field Trip/Tour of Orillia campus for students interested in Human Services Programs SCDSB: § Also takes place within dual credit context: sometimes done within dual credits § Professional customer service class toured the fitness facility, golf management, culinary and hospitality programs, finishing in the dining room for a meal

§ SWAC students who are successful in a dual credit are invited to take top-up credits § Students are matched to an area of interest § Results have been great!

§ Students apply to college with help of guidance and registrar’s office and financial aid staff § Can involve a return visit from college staff § Transition Worker Role: § Can provide on one support with college and financial aid applications § Help identify campus & community supports § Help create budgets and arrange housing

§ Student Services/Guidance/Registrar’s office provides application and OCAS info § Students get started on Chromebooks in class during or after this session with teacher support § Encouraged to start a profile, even if they are unsure about applying § Assure uncertain students that “It’s not a done deal until you pay. ” § Financial aid office talks to the students about OSAP and budgeting § Connect to budgeting assignment § Students play with the OSAP calculator to see what might happen

§ All school boards stage a graduation on the college campus for SWAC students § Families are invited, food is served, graduation gowns are sometimes rented

Students given opportunity to graduate in home schools and/or with SWAC Graduation Picture Day offered at the college Awards, valedictorian, special school board guests

§ Students who have been accepted to college are invited to a spring session with staff from the Registrar’s office and Financial Aid to answer all the questions that come up. § Our goal is to help break down the barriers that may exist. § We serve food!

§ Live at home vs residence or housing § OSAP, RESPs or Cosigned loan § Choosing courses within a program § Coming up with the down payment § Testing to exempt from basic communications course § Transferring Dual credit courses

§ Hosting a breakfast welcome for students and connect them to First Generation services § Welcome them and congratulate them § Allow them to transition to existing college supports

§ “I thought I might go to college at some point, but since coming to SWAC I have applied and been accepted to Pre Health Science for next year!” § “I would definitely not be graduating, or even going to school if it were not for SWAC” § “I used to skip and was always getting into trouble in high school”. § “I like it here because we’re like a family”. § “There is no drama here. ” § “I see people I know who are already in college”

Here are some examples

Dual Credit Leadership camp Grocery store visit/nutritionist In class ice breakers

Team/rapport building trip Leadership day Trampoline Centre Bring Transition Worker and Dual Credit Faculty to build connections

§ Breakfast for learning grants § Breakfast and snack daily § Pizza days as needed (especially mid semester blahs) § Talk students through § problems with each other, making them talk it out § Problems with significant others § Liaison with Georgian and community services

What ideas are you using to build community?